BARUTA MEMORIAL MIDDLE SCHOOL

BARUTA MEMORIAL MIDDLE SCHOOL was established in 2001 and it is managed by the Unrecognised. It is located in Urban area. It is located in CHAKRADHARPUR block of PASHCHIMI SINGHBHUM district of Jharkhand. The school consists of Grades from 1 to 8. The school is Co-educational and it have an attached pre-primary section. The school is N/A in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Private building. It has got 8 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has Partial boundary wall. The school has have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has a playground. The school has a library and has 150 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 2 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

Baruta Memorial Middle School: A Detailed Profile

Baruta Memorial Middle School, established in 2001, stands as a private co-educational institution located in the urban area of Chakradharpur block, Paschimi Singhbhum district, Jharkhand. The school’s unique character and operational details are highlighted in this comprehensive profile.

The school offers primary and upper primary education, encompassing classes from 1 to 8, with Hindi as the primary language of instruction. Its management is classified as “Unrecognised,” a detail that warrants further investigation into its operational status and accreditation. Despite this, the school boasts a robust academic environment facilitated by a dedicated teaching staff.

A total of 10 teachers, comprising 1 male and 9 female educators, contribute to the school’s educational mission. The presence of 2 additional pre-primary teachers further signifies the school’s commitment to early childhood education. This commitment extends to the inclusion of a pre-primary section, catering to the educational needs of younger children.

The school’s infrastructure includes 8 classrooms, all reportedly in excellent condition. These classrooms are supported by additional facilities, such as a library housing 150 books, a functional playground for recreation, and separate restrooms for boys and girls. The availability of hand pumps ensures a reliable source of drinking water for the students. While the school building is privately owned and has electricity, its boundary wall is only partially completed.

The school’s technological resources, though limited, include 2 functional computers used for teaching and learning. However, the absence of a computer-aided learning lab suggests potential areas for future development and improvement. The school’s location is easily accessible via all-weather roads, and the academic session commences in April, aligning with the typical Indian academic calendar.

Baruta Memorial Middle School’s academic offerings are primarily focused on the primary and upper primary levels, and therefore does not offer classes beyond the 8th grade. Consequently, details regarding certifications or affiliations with boards for higher secondary education (10th or 10+2) are not applicable. Similarly, the school does not provide mid-day meals to its students. The school’s residential status is also noted as “No.”

The information provided underscores the school’s commitment to delivering quality education within its existing constraints. While certain infrastructural elements require attention, the dedication of its teaching staff and the provision of core learning resources are commendable. Future improvements could focus on expanding technological capabilities, completing the boundary wall, and potentially exploring avenues for official recognition.

The absence of contact information, such as phone number or email address, presents a challenge for prospective inquiries. Further detailed information on the school’s accreditation status and future development plans would enhance this profile and allow for a more complete understanding of the institution’s overall standing. Further research is recommended to provide a comprehensive overview of this educational institution.